NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED397029
Record Type: RIE
Publication Date: 1996-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Action Research: The Impact of Inquiry on Curriculum Improvement and Professional Development.
Berlin, Donna F.
The Berlin-White Action Research Model (BWARM) described here was designed to prepare and support teachers in the development, implementation, and evaluation of innovation within their classroom. The year-long program consists of three interrelated phases over four academic quarters: (1) "Pedagogical Awareness," designed to provide knowledge and experiences to advance teacher learning and to serve as a springboard for the development of educational innovations; (2) "Research, Development, and Evaluation," which prepares teachers in the fundamentals of inquiry in education; and (3) "Classroom Applications," three quarter-long seminars focusing on development of curriculum innovation and data collection procedures, classroom implementation and data collection and analysis, interpretation, and report writing. A culminating 2-day conference brings together teachers and other professional educators to share the curriculum innovation and action research results. The findings of a 5-year longitudinal study involving 92 elementary teacher-researchers suggest that the BWARM program enhanced teacher attitudes toward educational innovations and educational research, facilitated the implementation of educational innovations and improved teaching and learning in individual classrooms, and changed the participating teachers' views of their classroom roles to include reflection and inquiry. A figure and eight tables are attached. (Contains 17 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Science Teaching and Learning, Columbus, OH.
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).